Los modelos 1:1 en educación. Prácticas internacionales, evidencia comparada e implicaciones políticas
DOI:
https://doi.org/10.35362/rie560513Palabras clave:
política educativa, brecha digital, innovación educativa, evaluación de programasResumen
Durante la última década, cada vez más agentes públicos y privados, tanto en países desarrollados como en desarrollo, han apoyado iniciativas 1:1 en educación (un ordenador para cada alumno). Estas iniciativas representan un avance cualitativo a partir de experiencias educativas previas con las tecnologías de la información y la comunicación (TIC), ya que cada niño tiene acceso a un dispositivo personal, normalmente portátiles, mini portátiles o dispositivos móviles. El documento trata de sistematizar la evidencia más destacada sobre tales iniciativas a partir de sitios web oficiales, evaluaciones de programas y meta-evaluaciones académicas. Se incluye información sobre las expectativas de estas políticas, los diseños de los programas y los desafíos para una implementación efectiva del modelo 1:1. Dada la limitada evidencia disponible, el documento subraya algunas dudas, sin respuesta, sobre la efectividad-coste y los impactos educativos que estos programas tienen en educación.
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BEBELL, D. (2005). Technology Promoting Student Excellence: An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools. Disponible en: http://escholarship.bc.edu/intasc/32.
BEBELL, D. y KAY, R. (2010). «One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative». Journal of Technology, Learning, and Assessment (JTLA), vol. 9, n.º 2.
BEBELL, D. y O’DWYER, M. (2010). «Educational Outcomes and Research from 1:1 Computing Settings». Journal of Technology, Learning, and Assessment, vol. 9, n.º 1. Disponible en: www.eric.ed.gov/PDFS/EJ873675.pdf.
DRAYTON, B. y OTROS (2010). «After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools». Journal of Technology, Learning, and Assessment, vol. 9, n.º 3. Disponible en: www.eric.ed.gov/PDFS/EJ873677.pdf.
DUNLEAVY, M., DEXTER, S. y HEINECKE, W. F. (2007). «What Added Value Does A 1:1 Student to Laptop Ratio Bring to Technology-Supported Teaching and Learning?» Journal of Computer Assisted Learning, vol. 23, n.º 5, pp. 440-452.
FAIRMAN, J. (2004). Trading Roles: Teachers and Students Learn with Technology. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.
FRANK, K. A., ZHAO, Y. y BORMAN, K. (2004). «Social Capital and the Diffusion of Innovations within Organizations: The Case of Computer Technology in Schools». Sociology of Education, vol. 77, n.º 2, pp. 148-171.
GULEK, J. C. y DEMIRTAS, H. (2005). «Learning with Technology: The Impact of Laptop Use on Student Achievement». The Journal of Technology, Learning, and Assessment, vol. 3, n.º 2. Disponible en: http://escholarship.bc.edu/jtla/vol3/2.
HARRIS, W. J. y SMITH, L. (2004). Laptop Use By Seventh Grade Students with Disabilities: Perceptions of Special Education Teachers. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.
KANAYA, T., LIGHT, D. y MC MILLAN CULP, K. M. (2005). «Factors Influencing Outcomes from a Technology Focused Professional Development Program». Journal of Research on Technology in Education, vol. 37, n.º 2, pp. 313-329. Disponible en: www.eric.ed.gov/PDFS/EJ690974.pdf.
LEI, J., CONWAY, P. y ZHAO, Y. (2007). The Digital Pencil: One-to-One Computing for Children. Londres y Nueva York: Lawrence Erlbaum Associates.
LEI, J. y ZHAO, Y. (2008). «One-To-One Computing: What Does It Bring to Schools?» Journal of Educational Computing Research, vol. 39, n.º 2, pp. 97-122.
LIGHT, D., MCDERMOTT, M. y HONEY, M. (2002). Project Hiller: The Impact of Ubiquitous Portable Technology on an Urban School. Nueva York: Center for Children and Technology, Education Development Center.
LOWTHER, D. L., ROSS, S. M. y MORRISON, G. R. (2001). «Evaluation of a Laptop Program: Successes and Recommendations». Documento presentado en la National Education Computing Conference, Chicago, IL.
MAINE EDUCATION POLICY RESEARCH INSTITUTE, SILVERNAIL, D. L. y HARRIS, W. J. (2003). The Maine Learning Technology Initiative Teacher, Student, and School Perspectives: Mid-Year Evaluation Report. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine. Disponible en: http://maine.gov/mlti/articles/research/Mid-Year%20Evaluation2003.pdf.
NUGROHO, D. y LONDSDAL, M. (2009). Evaluation of OLPC Programs Globally: A Literature Review. Australian Council for Educational Research.
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS (OCDE) (2009). Beyond the Textbooks. Digital Learning Resources as Systemic Innovation in the Nordic Countries. París: OCDE/Center for Educational Research and Innovation (CERI).
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS (OCDE) (2010). Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006. París: OCDE/CERI.
PENUEL, W. R. (2006). «Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis». Journal of Research on Technology in Education, vol. 38, n.º 3, pp. 329-348.
PENUEL, W. R. y OTROS (2001). Using Technology to Enhance Connections between Home and School: A Research Synthesis. Menlo Park, CA: SRI International.
ROCKMAN y OTROS (2004). Kamehameha Schools Maui Laptop Project: Findings from Classroom Observations and Teacher Interviews. Disponible en: www.rockman.com/projects/129.pase.maui/maui_laptop1_final.pdf.
ROSCHELLE, J. (2003). «Keynote Paper: Unlocking the Learning Value Of Wireless Mobile Devices». Journal of Computer Assisted Learning, vol. 19, n.º 3, pp. 260-272.
ROSS, S. M. y STRAHL, J. D. (2005). Evaluation of Michigan’s Freedom to Learn Program. Disponible en: www.techlearning.com/techlearning/events/techforum06/LeslieWilson_MI_Evaluation_Brief.pdf.
RUSSELL, M., BEBELL, D. y HIGGINS, J. (2004). Laptop Learning: A Comparison of Teaching and Learning in Upper Elementary Classrooms Equipped with Shared Carts of Laptops and Permanent 1:1 Laptops. Boston, MA: Technology and Assessment Study Collaborative, Boston College. Disponible en: www.bc.edu/research/intasc/PDF/Andover1to1.pdf.
SCHAUMBURG, H. (2001). «Fostering Girls’ Computer Literacy through Laptop Learning. Can Mobile Computers Help to Level Out the Gender Difference?» Documento presentado en la National Educational Computing Conference, Chicago, IL. Disponible en: www.notesys.com/Copies/necc01.pdf.
SHAPLEY, K. S. y OTROS (2010). «Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement». Journal of Technology, Learning, and Assessment, vol. 9, n.º 4.
SILVERNAIL, D. L. y LANE, D. M. M. (2004). The Impact of Maine’s One-to-One Laptop Program on Middle School Teachers and Students: Phase One Summary Evidence. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine. Disponible en: www.bryan.k12.oh.us/Forms/MLTIPhaseOne.pdf.
SUHR, K. A. y OTROS (2010). «Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump». Journal of Technology, Learning, and Assessment, vol. 9, n.º 5.
TRIMMEL, M. y BACHMANN, J. (2004). «Cognitive, Social, Motivational and Health Aspects of Students in Laptop Classrooms». Journal of Computer Assisted Learning, vol. 20, n.º 2, pp. 151-158.
WARSCHAUER, M. (2006). Laptops and Literacy: Learning in the Wireless Classroom. Nueva York: Teacher s College Press.
WESTON, M. y BAIN, A. (2010). «The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change». Journal of Technology, Learning, and Assessment, vol. 9, n.º 6.
WINDSCHITL, M. y SAHL, K. (2002). «Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture». American Educational Research Journal, vol. 39, n.º 1, 165-205.
ZUCKER, A. A. y MCGHEE, R. (2005). A Study of One-to-One Computer Use in Mathematics and Science Instruction at the Secondary Level in Henrico County Public Schools. Arlington, VA: SRI International. Disponible en: www.ubiqcomputing.org/FinalReport.pdf.
ZUCKER, A. A. y LIGHT, D. (2009). «Laptop Programs for Students». Science, vol. 323, nº. 5.910, pp. 82-85.
BEBELL, D. y KAY, R. (2010). «One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative». Journal of Technology, Learning, and Assessment (JTLA), vol. 9, n.º 2.
BEBELL, D. y O’DWYER, M. (2010). «Educational Outcomes and Research from 1:1 Computing Settings». Journal of Technology, Learning, and Assessment, vol. 9, n.º 1. Disponible en: www.eric.ed.gov/PDFS/EJ873675.pdf.
DRAYTON, B. y OTROS (2010). «After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools». Journal of Technology, Learning, and Assessment, vol. 9, n.º 3. Disponible en: www.eric.ed.gov/PDFS/EJ873677.pdf.
DUNLEAVY, M., DEXTER, S. y HEINECKE, W. F. (2007). «What Added Value Does A 1:1 Student to Laptop Ratio Bring to Technology-Supported Teaching and Learning?» Journal of Computer Assisted Learning, vol. 23, n.º 5, pp. 440-452.
FAIRMAN, J. (2004). Trading Roles: Teachers and Students Learn with Technology. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.
FRANK, K. A., ZHAO, Y. y BORMAN, K. (2004). «Social Capital and the Diffusion of Innovations within Organizations: The Case of Computer Technology in Schools». Sociology of Education, vol. 77, n.º 2, pp. 148-171.
GULEK, J. C. y DEMIRTAS, H. (2005). «Learning with Technology: The Impact of Laptop Use on Student Achievement». The Journal of Technology, Learning, and Assessment, vol. 3, n.º 2. Disponible en: http://escholarship.bc.edu/jtla/vol3/2.
HARRIS, W. J. y SMITH, L. (2004). Laptop Use By Seventh Grade Students with Disabilities: Perceptions of Special Education Teachers. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.
KANAYA, T., LIGHT, D. y MC MILLAN CULP, K. M. (2005). «Factors Influencing Outcomes from a Technology Focused Professional Development Program». Journal of Research on Technology in Education, vol. 37, n.º 2, pp. 313-329. Disponible en: www.eric.ed.gov/PDFS/EJ690974.pdf.
LEI, J., CONWAY, P. y ZHAO, Y. (2007). The Digital Pencil: One-to-One Computing for Children. Londres y Nueva York: Lawrence Erlbaum Associates.
LEI, J. y ZHAO, Y. (2008). «One-To-One Computing: What Does It Bring to Schools?» Journal of Educational Computing Research, vol. 39, n.º 2, pp. 97-122.
LIGHT, D., MCDERMOTT, M. y HONEY, M. (2002). Project Hiller: The Impact of Ubiquitous Portable Technology on an Urban School. Nueva York: Center for Children and Technology, Education Development Center.
LOWTHER, D. L., ROSS, S. M. y MORRISON, G. R. (2001). «Evaluation of a Laptop Program: Successes and Recommendations». Documento presentado en la National Education Computing Conference, Chicago, IL.
MAINE EDUCATION POLICY RESEARCH INSTITUTE, SILVERNAIL, D. L. y HARRIS, W. J. (2003). The Maine Learning Technology Initiative Teacher, Student, and School Perspectives: Mid-Year Evaluation Report. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine. Disponible en: http://maine.gov/mlti/articles/research/Mid-Year%20Evaluation2003.pdf.
NUGROHO, D. y LONDSDAL, M. (2009). Evaluation of OLPC Programs Globally: A Literature Review. Australian Council for Educational Research.
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS (OCDE) (2009). Beyond the Textbooks. Digital Learning Resources as Systemic Innovation in the Nordic Countries. París: OCDE/Center for Educational Research and Innovation (CERI).
ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS (OCDE) (2010). Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006. París: OCDE/CERI.
PENUEL, W. R. (2006). «Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis». Journal of Research on Technology in Education, vol. 38, n.º 3, pp. 329-348.
PENUEL, W. R. y OTROS (2001). Using Technology to Enhance Connections between Home and School: A Research Synthesis. Menlo Park, CA: SRI International.
ROCKMAN y OTROS (2004). Kamehameha Schools Maui Laptop Project: Findings from Classroom Observations and Teacher Interviews. Disponible en: www.rockman.com/projects/129.pase.maui/maui_laptop1_final.pdf.
ROSCHELLE, J. (2003). «Keynote Paper: Unlocking the Learning Value Of Wireless Mobile Devices». Journal of Computer Assisted Learning, vol. 19, n.º 3, pp. 260-272.
ROSS, S. M. y STRAHL, J. D. (2005). Evaluation of Michigan’s Freedom to Learn Program. Disponible en: www.techlearning.com/techlearning/events/techforum06/LeslieWilson_MI_Evaluation_Brief.pdf.
RUSSELL, M., BEBELL, D. y HIGGINS, J. (2004). Laptop Learning: A Comparison of Teaching and Learning in Upper Elementary Classrooms Equipped with Shared Carts of Laptops and Permanent 1:1 Laptops. Boston, MA: Technology and Assessment Study Collaborative, Boston College. Disponible en: www.bc.edu/research/intasc/PDF/Andover1to1.pdf.
SCHAUMBURG, H. (2001). «Fostering Girls’ Computer Literacy through Laptop Learning. Can Mobile Computers Help to Level Out the Gender Difference?» Documento presentado en la National Educational Computing Conference, Chicago, IL. Disponible en: www.notesys.com/Copies/necc01.pdf.
SHAPLEY, K. S. y OTROS (2010). «Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement». Journal of Technology, Learning, and Assessment, vol. 9, n.º 4.
SILVERNAIL, D. L. y LANE, D. M. M. (2004). The Impact of Maine’s One-to-One Laptop Program on Middle School Teachers and Students: Phase One Summary Evidence. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine. Disponible en: www.bryan.k12.oh.us/Forms/MLTIPhaseOne.pdf.
SUHR, K. A. y OTROS (2010). «Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump». Journal of Technology, Learning, and Assessment, vol. 9, n.º 5.
TRIMMEL, M. y BACHMANN, J. (2004). «Cognitive, Social, Motivational and Health Aspects of Students in Laptop Classrooms». Journal of Computer Assisted Learning, vol. 20, n.º 2, pp. 151-158.
WARSCHAUER, M. (2006). Laptops and Literacy: Learning in the Wireless Classroom. Nueva York: Teacher s College Press.
WESTON, M. y BAIN, A. (2010). «The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change». Journal of Technology, Learning, and Assessment, vol. 9, n.º 6.
WINDSCHITL, M. y SAHL, K. (2002). «Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture». American Educational Research Journal, vol. 39, n.º 1, 165-205.
ZUCKER, A. A. y MCGHEE, R. (2005). A Study of One-to-One Computer Use in Mathematics and Science Instruction at the Secondary Level in Henrico County Public Schools. Arlington, VA: SRI International. Disponible en: www.ubiqcomputing.org/FinalReport.pdf.
ZUCKER, A. A. y LIGHT, D. (2009). «Laptop Programs for Students». Science, vol. 323, nº. 5.910, pp. 82-85.
Cómo citar
Valiente González, Óscar. (2011). Los modelos 1:1 en educación. Prácticas internacionales, evidencia comparada e implicaciones políticas. Revista Iberoamericana De Educación, 56, 113–134. https://doi.org/10.35362/rie560513
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01-05-2011
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